Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies

Autor/inn/en	Medina, Jessica C.; González, José A.
Titel	Graduation Profiles of Pedagogy Programmes According to the Current Educational Policies
Quelle	In: International Education Studies, 12 (2019) 6, S.83-93 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Educational Policy; Foreign Countries; Universities; Inclusion; Citizenship Education; Teacher Education; Developing Nations; Educational Legislation; Geographic Regions; Accreditation (Institutions); Institutional Mission; Educational Quality; Alignment (Education); Intellectual Disciplines; Teacher Competencies; Academic Achievement; College Graduates; Chile + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; University; Universität; Inklusion; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Lehrerausbildung; Lehrerbildung; Developing country; Developing countries; Entwicklungsland; Bildungsrecht; Schulgesetz; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Quality of education; Bildungsqualität; Geisteswissenschaften; Lehrkunst; Schulleistung; Hochschulabsolvent; Hochschulabsolventin
Abstract	The research analyzes the graduate profiles of pedagogical careers belonging to the universities of the Valparaíso region, Chile. For this purpose, a metrically consistent instrument has been proposed and created, according to the main Education Policies of the country that is called as an integral profile, which includes aspects with which Chilean teachers are evaluated, plus indicators of inclusion and citizen education. These Policies are not always measured, that's why universities give such importance to these three educational policies. For these reasons, the objective of this article is to analyze, based on quantitative techniques, the relation of similarity between graduation profiles and educational policies, contributing to empower the descended aspects and to visualize the importance that the universities grant to train students with an integral profile. The results of this research invite to promote the Educational Policies related to the exit profiles of the pedagogical careers, since having integral profiles contributes to form a model of teacher training for the country, especially in those with emerging economies, such as those of Latin America. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01